A methodology for using video-lectures to change the traditional, frontal teaching model

1. VOLARE
Video On Line As Replacement
of traditional lEctures
Marco Ronchetti, Università di Trento, Italy
marco.ronchetti@unitn.it

2. Introducing innovation

3. Where should the car engine be?

4. Introducing innovation
Cooper, late fifties

5. Introducing innovation…

6. …needs changing paradigm!

7. Rethinking video lectures

8. Recording live lectures - why?
 recover entire lectures lost due to forced absence
(e.g. illness, work (98%)
 checking the notes taken in class (100%)
 reviewing portions of lectures that are difficult to
understand (97%)
 recover portion of lectures in which they were
distracted and lost concentration (94%)

9. Recording video lecture: how?
LODE
 Acquisition
 Publication
freely available!

10. Recording video lecture: how?
A very lightweight setup

11. Recording video lecture: how?

12. Rethinking video lectures
 A paradigm shift
 Year N: The teacher is recorded
 Year N+1:
 The teacher dos not "lecture" any more!
 Students watch the video BEFORE class
 In class: discussions, Q/A, working in groups etc.

13. Isn't it too much load on the
students?
1 ECTS: 25 hours, 1/3 of them in class
The old model:
The learning phases
 KA - Knowledge acquisition
 DU - Deeper understanding
 KC - Knowledge consolidation.
<= @ CLASS, WITH TEACHER
<= @ HOME, ALONE
<= @ HOME, ALONE

14. Is'nt it too much load on the
students?
1 ECTS: 25 hours, 1/3 of them in class
The old model:
The learning phases
 KA - Knowledge acquisition
 DU - Deeper understanding
 KC - Knowledge consolidation.
<= @ CLASS, WITH TEACHER
<= @ HOME, WITH TEACHER!
<= @ HOME, ALONE

15. Evaluation

16. In the you-tube & iTunes-U era…
82% of the students never used videos
for didactical purposes

17. Usability of the system
 The video allows reading well the blackboard (yes
60%, no 34%)
 Slides visualization is good (yes 86%, no 14%)
 Audio is good (100%)
 Video quality is fully satisfactory (yes 94%, no
3%)
 Video navigation allows easily finding the
searched portions of the lectures (yes 75%, no
16%)

18. Proficiency
86% of students regularly watched
videos before coming to lecture
50% of students skipped some section
72% broke the lecture into pieces

19. About the methodology
 Is it boring to watch videos?
 54% NO, 14% much
 Is the workload increased?
 61% NO, 9% much
 Classroom activity is useful
 79% Much, 1% NO
 Fear of being involved in discussion in front of
peers:
 YES 35%

20. Adapting the lecture's pace
 Some students watch videos at higher speed
(1.3 x)
 Many students watch multiple times lecture
segments
 Some students do practical exercises while
watching the videos

21. Maintainability of the material
A mix of new lectures (recorded) and old
ones (reused) allows evolving the
lerning material

22. Conclusions
 Recording video lectures allows cheap and quick
production of e-learning material
 VOLARE:
 transforms traditional, frontal lectures into a
blended approach
 moves the physical presence of the teacher in the
most critical learning phase
 doubles the time that student and teacher spend
together
 allows for a self-paced, personalized learning
environment